Dr. Marzano describes a six-step process in the instruction of vocabulary (Building Academic Vocabulary). The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement.
Step 1:The teacher will give a description, explanation, or example of the new term. •Provide learners information about the term. •Determine what the learner already knows about the term. •Ask learners to share what they already know as a means of monitoring misconceptions. •Ask learners to share what they already know to use this knowledge as a foundation for more learning. •Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. •Instruct learning of proper noun terms through identifying characteristics of the proper noun.
Step 2: The student will give a description, explanation, or example of the new term in his/her own words.
•Remind learners to not copy, but use their own words. •Monitor students to determine if any confusion exists. •Provide more descriptions, explanations, or examples if necessary. •Request that students record these in their Academic Notebook Worksheet. These notebooks can travel with the learner as he/she moves through each grade level and become a compilation of vocabulary terms mastered.
Step 3: The student will draw a picture, symbol, or locate a graphic to represent the new term.
•Provides learners a nonlinguistic method of vocabulary mastery. •Share examples of other learners' drawings or allow students to work in teams to help those who complain that cannot draw. •Teach the concept of speed drawing for those who labor too long over their work. •Ask learner to share their work. •Use graphics from magazines or the Internet. •Internet Clipart Resources: –Madrid Teacher –Vocabulary Quiz Using Images •Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged.
Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.
•Remind learners to not copy, but use their own words. •Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the Academic Notebook Worksheet. •If English is a second language to the learner, provide an opportunity to translate the word into their native language (BabelFish). A list of activities can be found at: Vocabulary Co., Game Aquarium, ESL Bears, Word Scrambler
Step 5: The learner will discuss the term with other learners.
Example: Pair-Share Strategy •THINK: Allow think time for learners to review their own descriptions and images of the terms. •PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms. •SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. Monitor as learners help each other identify and clear up confusion about new terms.
Step 6: The learner will participate in games that provide more reinforcement of the new term.
Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. In identifying academic vocabulary for instruction teachers must remember that not all terms are of equal importance.
Some terms are critically important. Some terms are useful but not critical. Some terms are interesting but not useful.
Why teach Academic Vocabulary?
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms. When students understand these terms, it is easier for them to understand the information they will read and hear in class.
ELL Students and Academic Vocabulary Marzano and Pickering (2005), emphasize the importance of teaching ELL academic vocabulary in a systematic approach. They suggest that vocabulary programs that emphasize high-frequency terms fail to provide the background knowledge needed for student success in the content areas. Students learn high-frequency words through wide reading of fiction and informational text.
Step 1: The teacher will give a description, explanation, or example of the new term.
• Provide learners information about the term.
• Determine what the learner already knows about the term.
• Ask learners to share what they already know as a means of monitoring misconceptions.
• Ask learners to share what they already know to use this knowledge as a foundation for more learning.
• Utilize examples, descriptions, but not definitions.
Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary.
• Instruct learning of proper noun terms through identifying characteristics of the proper noun.
Step 2: The student will give a description, explanation, or example of the new term in his/her own words.
• Remind learners to not copy, but use their own words.
• Monitor students to determine if any confusion exists.
• Provide more descriptions, explanations, or examples if necessary.
• Request that students record these in their Academic Notebook Worksheet. These notebooks can travel with the learner as he/she moves through each grade level and become a compilation of vocabulary terms mastered.
Step 3: The student will draw a picture, symbol, or locate a graphic to represent the new term.
• Provides learners a nonlinguistic method of vocabulary mastery.
• Share examples of other learners' drawings or allow students to work in teams to help those who complain that cannot draw.
• Teach the concept of speed drawing for those who labor too long over their work.
• Ask learner to share their work.
• Use graphics from magazines or the Internet.
• Internet Clipart Resources:
– Madrid Teacher
– Vocabulary Quiz Using Images
• Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged.
Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.
• Remind learners to not copy, but use their own words.
• Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the Academic Notebook Worksheet.
• If English is a second language to the learner, provide an opportunity to translate the word into their native language (BabelFish). A list of activities can be found at: Vocabulary Co., Game Aquarium, ESL Bears, Word Scrambler
Step 5: The learner will discuss the term with other learners.
Example: Pair-Share Strategy
• THINK: Allow think time for learners to review their own descriptions and images of the terms.
• PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms.
• SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions.
Monitor as learners help each other identify and clear up confusion about new terms.
Step 6: The learner will participate in games that provide more reinforcement of the new term.
• A variety of games are available at these websites:
– PowerPoint Games
– Word Game Boards
– Excel Games
– WORDO
– Twister
– Fly Swat
What is Academic Vocabulary?
Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. In identifying academic vocabulary for instruction teachers must remember that not all terms are of equal importance.
Some terms are critically important.
Some terms are useful but not critical.
Some terms are interesting but not useful.
Why teach Academic Vocabulary?
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms. When students understand these terms, it is easier for them to understand the information they will read and hear in class.
ELL Students and Academic Vocabulary
Marzano and Pickering (2005), emphasize the importance of teaching ELL academic vocabulary in a systematic approach. They suggest that vocabulary programs that emphasize high-frequency terms fail to provide the background knowledge needed for student success in the content areas. Students learn high-frequency words through wide reading of fiction and informational text.